K-12 Literacy Conference

F2017 Decolonizing Bilingual Curriculum and Pedagogy, K-12

-Carla Espana & Dr. Luz Yadira Herrera-


Twitter_logo_blue_small#TheEdCollabGathering #11

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[su_row]Carla España was born in Chile and loves to teach, tell stories, write, read YA books and sing. She is the Bilingual Education Clinical Lecturer at Hunter College, City University of New York. She has taught Educational Foundations, Multicultural Education, Bilingual Literacy, and Student Teaching Seminar courses. Dr. España’s research studies the ways bilingual students make meaning of their schooling, focusing on issues of translanguaging and culturally sustaining pedagogy in middle school reading and writing workshop classrooms. Her research interests include bilingual education, translanguaging, culturally sustaining pedagogy, arts integration, Latinx education, teaching for social justice, curriculum development, and teacher preparation. Dr. España’s teaching journey began in Washington Heights, NYC with bilingual sixth graders. She has facilitated literacy curriculum planning and lesson demonstrations with K-12 in New York City public schools, international schools in Bogotá, Colombia and Santiago, Chile and across the United States. She has worked with educators in Guadalajara, Mexico and international educators in South Asian schools. [/su_row]

[su_row]Luz Y. Herrera received her Ph.D. from The Graduate Center of the City University of New York (CUNY). Dr. Herrera has seven years of experience teaching emergent bilingual children in NYC public schools. She has taught undergraduate and graduate courses in bilingualism in education, race in schooling, K-12 language and literacy, and theory and methods courses in TESOL and bilingual education at the City College of New York, Long Island University, and Brooklyn College. She was recently appointed Assistant Professor of Literacy, Early, Bilingual, and Special Education in the Kremen School of Education at Fresno State University. Her teaching and research are in linguistically and culturally sustaining approaches to teaching emergent bilingual learners, engaging in translanguaging and critical pedagogy in the classroom, and bilingual education policy.  [/su_row]

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